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Popular Feedback Devices Involve Students in Learning

9/6/2005

McConnell suggests that questions work best when based around something conceptual rather than factual. “Base questions around a key question you’re trying to teach.” Answers should offer popular student misconceptions, he suggests, so that a discussion can ensue about why students picked a certain answer.

A survey of 1,600 students after last year’s pilot program asked whether and how this type of teaching helped with various aspects of learning. The survey reactions, McConnell says, were overwhelmingly positive. The vast majority of students said the system increased their level of understanding of a subject. "[Students] told us it helped them to know their level of understanding, and they overwhelmingly recommended that we use it in other classes at UA.”

Perhaps the best part about the program, McConnell concludes, is that it’s been completely faculty-driven. “Students and faculty reported back that this was effective,” he says. “Faculty are stepping up and doing this voluntarily.”


Linda Briggs is a freelance writer based in San Diego, Calif. She can be reached at lbriggs@lindabriggs.com.

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Linda L. Briggs, "Popular Feedback Devices Involve Students in Learning," Campus Technology, 9/6/2005, http://www.campustechnology.com/article.aspx?aid=40482

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